Presentation on theme: "Implementation of the APRN Consensus Model: National Update NCSBN APRN Summit January 12, 2011 Joan Stanley, PhD, CRNP, FAAN Senior Director of Education."— Presentation transcript:
Implementation of the APRN Consensus Model: National Update NCSBN APRN Summit January 12, 2011 Joan Stanley, PhD, CRNP, FAAN Senior Director of Education Policy American Association of Colleges of Nursing
Goals: Provide an overview of the purpose, development and structure of LACE electronic network Identify major activities undertaken by education, certification and accreditation organizations to implement Consensus Model Discuss some of the issues/questions that have arisen
Implementation of APRN Consensus Model Since the completion of the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education (July 2008) 47 national nursing organizations have endorsed the Model including all major APRN organizations; APRN Work Group & Joint Dialogue groups (LACE organizations) have continued to meet approx. every 4-6 months to: – keep communication open, – Identify issues and questions that have arisen – Discuss activities undertaken by one entity that impact others – Develop a strategic plan and process for development of LACE
LACE Electronic network to support and facilitate implementation of Consensus Model – LACE not a formal, separate organization – Based on social networking principles Purpose: – Ensure transparent and ongoing communication among LACE entities – Provide a platform for the ongoing work
Development of LACE Work group selected RFP sent out Vendor (iCohere) selected after proposal review, interviews, virtual demonstrations Recommendations for selection, budget, administration of network approved by participating organizations. AACN asked and agreed to serve as contracting agent.
Development of LACE 13 month contract signed with vendor July 2010 To date, 21 organizations have signed the MOU and paid one-year fee ($2K) to support LACE (3 additional in process) Each organization will have 3 seats in platform Administrators group (5) have almost completed five training sessions which includes designing the function, format or structure of network site.
LACE Administrators Group Licensure – MaryAnn Alexander, NCSBN Accreditation – Frank Gerbasi, COA Certification – Janet Wyatt, PNCB Education – Kelly Goudreau, NACNS Practice – Michelle Beauchesne, NAPNAP Contracting Agent – Joan Stanley, AACN
LACE Structure Public site – Posting updated information, documents Protected work site (3 seats/organizations – 8 Work groups : LACE components and four roles – Posting documents to be shared and worked on – Ongoing dialogue on posted questions – Scheduling virtual meetings – Calendar
Projected Timeline for Implementation of Model Implementation has begun by all LACE entities Projected Timeline: if the Target is 2015 – APRN education programs should be transitioned by 2012 – Accreditation processes should be in place by – Certification examinations should be transitioned by 2013
Overview of LACE Implementation Activities to Date Primary focus has been on dissemination of information Clarification of intent of Consensus Model Identifying implications for all stakeholders Addressing unintended consequences FAQs (http://www.aacn.nche.edu/Education/pdf/LA CE_FAQ.pdf)
Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education (July 2008) Report.pdf
Implications for: APRN Education Programs Targeted timeline for education programs to transition is 2012 Ensure attainment of graduate, APRN, role and population competencies Prepare grads for national certification/licensure All new APRN programs/tracks must be pre-approved prior to admitting students All post-graduate certificate APRN programs will need to be accredited
Building a Curriculum APRN Role Population foci Specialty Regulation Competencies 3 Ps (Advanced Pathophys, Pharmacology, Health Assessment) NP, CRNA, CNM CNS Core competencies in Population context Professional Organizations (e.g. oncology, palliative care, nephrology) Professional Certification Graduate Core Masters or DNP Essentials
Implementation: Education Population Focus: Adult-Gerontology – With funding from JAHF, AACN has led national process in collaboration with NONPF and NACNS to develop national consensus-based competencies for: – Adult-Gerontology Primary Care NP – Adult-Gerontology CNS – Adult-Gerontology Acute Care NP (almost completed)
Implementation (cont.) Model states that all APRNs providing care to adult population, e.g. family or gender specific, must be prepared to meet growing needs of older adult population – To support this transition and enhancement of APRN curricula and certification – Recommended competencies/enhancements developed & disseminated for NP and CNSs who are not adult-gerontology but care for older adults.
Implementation: Incorporation of Wellness in All APRN Curricula All APRNs are educationally prepared to provide scope of services across health wellness-illness continuum… however emphasis and implementation within each role varies. – Requires review and enhancement of national core competencies for roles and population foci – Evaluation of curricula – Enhancement of certification examinations
Other Education Implementation Activities NP – NONPF Reviewed Core NP role competencies, plan to review population-focused competencies (except adult and gero) in 2011 – NONPF & AACN 2011 re-convening National TF to review NTFC establish criteria for review of NP programs CNS – National consensus-based Core CNS Competencies finalized; posted on NACNS website – NACNS leading national process to establish criteria for CNS programs
Implications for: Accrediting Bodies Will pre-approve all new APRN programs Will accredit all post-graduate certificate programs. Will ensure that programs are designed to prepare graduates for national certification/licensure Will ensure that education programs include 3Ps, nationally recognized role and population competencies
Implementation: Accreditation Both NLNAC and CCNE have endorsed the Consensus Model and therefore will implement preapproval of new programs and accredit post-graduate certificate programs CCNE has an APRN committee in place that will make recommendations re processes and standards to implement these two processes; target for implementation 2013 CCNE has required 3Ps and reviewed programs based on this since 2005
Implications for Certification Assess APRN core, role, and population-focused competencies Enforce congruence (role and population) between education and certification Provide mechanism to ensure ongoing competence Participate in ongoing relationships to make processes transparent to boards of nursing Participate in mutually agreeable mechanisms to ensure communication with boards and schools of nursing.
Implementation: Certification Evaluating current exams (e.g.wellness, care of older adult) Job analyses being implemented or planned ANCC, PCNB, AACN CC goal is to have new exams in place by 2013, e.g. Adult-Gero Primary Care NP, A-G Acute Care NP, A-G CNS Issue is how long they need to maintain current exams; at a minimum 2015 Determining what new exams will be needed
Implementation: Psych/MH Population Focus APNA and ISPN formed joint TF Charged with making recommendations on how to align PMH-APRN with the Model and components of LACE Have concluded work and submitted recommendations to boards, presented to memberships, posted on website for feedback
Psych/MH APRN: Recommendations One entry educational focus: PMH NP with preparation across the lifespan Those currently licensed and certified PMH APRNs who maintain certification should be permitted to continue practice Recommendations re. curriculum, clinical experiences, certification
Implementation: Specialty Organizations Educating stakeholders Evaluating exams, eligibility criteria Identifying what new specialty exams needed Important for entire LACE community to educate profession regarding importance of professional certification
LACE: Major Issues/Questions Related to Implementation Interpretation and Implementation of APRN Core (3Ps) – Common versus population-focused course Differentiation of CNP Role into Acute and Primary Care CNP Roles – Acute Care Pediatric CNP – Acute Care Adult-Gerontology CNP – Primary Care Pediatric CNP – Primary Care Adult-Gerontology CNP
Implementation: APRN Core (3Ps) 3 Ps (separate graduate level courses) – Advanced physiology/pathophysiology, including general principles that apply across the lifespan; (lifespan is defined as conception through old age including prenatal and death). – Advanced health assessment, which includes all systems and advanced techniques. – Advanced pharmacology, which includes …. all broad categories of agents- not solely for population
APRN REGULATORY MODEL APRN SPECIALTIES Focus of practice beyond role and population focus linked to health care needs Examples include but are not limited to: Oncology, Older Adults, Orthopedics, Nephrology, Palliative Care Licensure occurs at Levels of Role & Population Foci Family/Individual Across Lifespan Adult- Gerontology* NeonatalPediatrics POPULATION FOCI APRN ROLES Nurse Anesthetist Nurse- Midwife Clinical Nurse Specialist Nurse Practitioner * Womens Health/Gender - Related Psychiatric- Mental Health**
Acute & Primary Care NP The CNP is prepared with the acute care CNP competencies and/or the primary care CNP competencies. Currently this applies only to the pediatric and adult-gerontology CNP. Programs may prepare individuals across both the primary care or acute care; however, then individuals must be prepared with consensus based competencies for both roles and obtain certification in both.